DOCSLIB.ORG

I PERCEPTIONS of PROFESSIONAL DEVELOPMENT at BILKENT

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
I PERCEPTIONS of PROFESSIONAL DEVELOPMENT at BILKENT PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AT BILKENT UNIVERSITY FACULTY ACADEMIC ENGLISH PROGRAM A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY PINAR ESMA ÖNKOL IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF EDUCATIONAL SCIENCES FEBRUARY 2011 i Approval of the Graduate School of Social Sciences _____________________ Prof. Dr. Meliha ALTUNIŞIK Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. _____________________ Prof. Dr. Ali YILDIRIM Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. _____________________ Prof. Dr. Meral AKSU Supervisor Examining Committee Members Prof. Dr. Ali YILDIRIM (METU, EDS) ____________________ Prof. Dr. Meral AKSU (METU, EDS) ____________________ Assoc. Prof. Dr. Ahmet OK (METU, EDS) ____________________ Assoc. Prof. Dr. Ayşegül DALOĞLU (METU, FLE) ____________________ Assist. Prof. Dr. Esed YAĞCI (HU, EDS) _____________________ ii I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Pınar Esma ÖNKOL Signature: iii ABSTRACT PERCEPTIONS OF PROFESSIONAL DEVELOPMENT AT BILKENT UNIVERSITY FACULTY ACADEMIC ENGLISH PROGRAM Önkol, Pınar Esma Ph.D., Department of Educational Sciences Supervisor: Prof. Dr. Meral Aksu February 2011, 264 pages Considering the current demands of our global world, there is a need for educating students equipped with diverse and complex qualities. In order to educate well- equipped students and sustain quality education, teachers and teacher educators have to be keeping themselves up-to-date and develop themselves professionally. The primary aim of this study is to explore English instructors’ understanding of professional development through the use of phenomenological research methodology. The data sources were instructors and administrators working at Faculty Academic English Program at Bilkent University. The data collection method was semi-structured, face-to-face interviews. The findings of the study indicated that participants see professional development as a means of individual development, as a means of institutional development and as a source of developing community and environment. The study also revealed that the instructors preferred informal modes of professional development activities to formal ones. Participants of the study overall reflected their agreement on the positive contribution of course design on their professional development, autonomy and self-growth. Keywords: Professional Development, English Language Instructor, Phenomenological Research, English for Academic Purposes iv ÖZ BİLKENT ÜNİVERSİTESİ FAKÜLTE AKADEMİK İNGİLİZCE PROGRAMINDAKİ PROFESYONEL GELİŞİM ALGILARININ İNCELENMESİ Önkol, Pınar Esma Doktora, Eğitim Bilimleri Bölümü Tez Yöneticisi: Prof. Dr. Meral Aksu Şubat 2011, 264 sayfa Globalleşen dünyamızın değişen değerleri düşünüldüğünde, günümüzün bireylerinden beklenenler daha kapsamlı ve farklı bir hal almıştır. Değişen dünya değerlerine ayak uydurabilmeleri için öğrencileri birçok konuda donanımlı, bilgili ve kaliteli bir biçimde yetiştirebilmek için eğitimcilere de çok iş düşmektedir. Eğitimcilerin hem yakın çevrelerindeki hem de dünyadaki değişiklikleri yakın takip etmeleri, hem kendi alanlarında hem de diğer alanlarda kendilerini sürekli olarak değiştirmeleri, yenilemeleri ve eğitmeleri gerekmektedir. Bu çalışmanın amacı görüngüsel yaklaşımı (fenomenoloji) kullanarak İngilizce okutmanlarının profesyonel gelişimlerini nasıl algıladıklarını incelemektir. Çalışmanın örneklemini Bilkent Üniversitesi Fakülte Akademik İngilizce Programı’nda görev yapmakta olan İngilizce okutmanları ve yöneticileri oluşturmaktadır. Veri toplama yöntemi yüzyüze yapılan yarı yapılandırılmış görüşmelerden oluşmaktadır. Çalışmanın sonuçları göstermektedir ki, katılımcılar profesyonel gelişimi hem bireysel gelişimleri hem de çalışmakta oldukları eğitim kurumları ve içinde yaşadıkları toplumu geliştirmek için bir araç olarak gördüklerini ifade etmişlerdir. Çalışmanın sonuçları ayrıca göstermiştir ki, araştırmaya katılan İngilizce okutmanları informal profesyonel gelişim aktivitelerini formal olanlara tercih ettiklerini belirtmişlerdir. Ayrıca, katılımcıların çoğunluğu derslerinde v kullandıkları okuma parçalarını kendilerinin seçmelerini ve sınıf içi materyalleri kendilerinin geliştirmeleri profesyonel gelişimleri ve özerklikleri açısından oldukça yararlı bulduklarını dile getirmişlerdir. Anahtar Kelimeler: Profesyonel Gelişim, İngilizce Okutmanı, Fenomenoloji (Görüngüsel Yaklaşım), Akademik İngilizce Öğretimi vi To my beloved parents Hasan and Nesrin Önkol vii ACKNOWLEDGMENTS First of all, I would like to express my gratitude and sincere appreciation to my respected advisor Prof. Dr. Meral Aksu for her guidance, support and patience throughout the course of this study. Without her continuous encouragement and guidance, this thesis would never be complete. I would also like to thank to the thesis examining committee members Prof. Dr. Ali Yıldırım, Assoc. Prof. Dr. Ahmet Ok, Assoc. Prof. Dr. Ayşegül Daloğlu and Assist. Prof. Dr. Esed Yağcı for their invaluable insights and recommendations during the process of this dissertation. I would also like to express my gratitude to Assoc. Prof. Dr. Gary Grossman and his beloved wife Jeni Grossman (“Jeni anne”) who not only encouraged me throughout this long journey but also opened their home during my stay in Arizona State University (ASU) as a visiting scholar. Without Dr. Grossman’s encouragement and belief in me I would never be able to develop myself professionally and have the opportunity to teach at undergraduate and graduate courses at ASU. While I was pursuing my studies, I had the opportunity to learn from the pioneers in the field such as Prof. Dr. Fersun Paykoç, Assoc. Prof. Dr. Ahmet Ok, Prof. Dr. Ali Yıldırım and Prof. Dr. Hasan Şimşek who not only shared their expertise but also become great role models to me. I would also like to send my sincere thanks to my dear friend Ayşegül Mısırlı Özsoy who supported me at hard times and showed her true friendship when I needed it the most. I appreciate her time and energy that she stole from her son by offering help during the pilot and data analyses processes of this study. Without her help and support I would not be able to continue with my studies. viii I gratefully would like to thank my colleagues and administrators at Bilkent University who kindly agreed to take part in the study, and offered their invaluable time and insights. I would also like to thank Dr. Meltem Eney who encouraged me to carry out a research study in the FAE Program. I gratefully dedicate this dissertation to my beloved parents Nesrin and Hasan Önkol who taught me that education is the only capital for a woman, and thank them for their encouragement and financial support from my kindergarden education throughout my graduate studies. I also appreciate the support provided by my brother Çağlar Önkol and my beloved grandparents Nermin and Süleyman Katırcı. Thank you for everything you have done for me so that I become a better person. Finally, I would like to send my deepest appreciation to Kanat Yedier who offered his eternal love and support even at highly stressful times when my patience was wearing out. Without his support and encouragement I would never consider applying to METU research assistantship and began my doctoral studies. I would like to thank him for always believing in me and broadening my horizons in life with his never ending energy, joy and humor. ix TABLE OF CONTENTS PLAGIARISM………………………………………………………………… iii ABSTRACT…………………………………………………………………… iv ÖZ……………………………………………………………………………… v DEDICATION………………………………………………………………… vii ACKNOWLEDGMENTS…………………………………………………….. viii TABLE OF CONTENTS.…..…………………………………………………. x LIST OF TABLES…………………………………………………………….. xiv LIST OF FIGURES…………………………………………………………… xv CHAPTER 1. INTRODUCTION……………………………………………………… 1 1.1. Background to the Study…………………………………………... 1 1.2. Purpose of the Study………………………………………………. 10 1.3. Significance of the Study………………………………………….. 13 1.4. Definition of Terms……………………………………………….. 14 2. LITERATURE REVIEW……………………………………………… 17 2.1. Conceptual Framework of Teacher Professionalism……………… 17 2.1.1. Professionalism in the Teaching Profession………………... 17 2.1.2. Teaching and Other Professions……………………………. 18 2.1.3. Some Key Terms Used in Teacher Professional Development………………………………………………... 21 2.2. Professional Development Activities…………………………….. 26 2.3. Contribution of Professional Development on the Individual, Organization and Society…………………………………………. 30 2.3.1. Professional Development and Individual Development….. 30 2.3.2. Professional Development and Organizational Development……………………………………………….. 34 2.3.3. Professional Development and Student Achievement……... 37 x 2.3.4. Professional Development and Development of Society….. 37 2.3.5. Professional Development and Policy and Change Efforts... 40 2.4. Organizational Factors Contributing to Teacher Professional Development……………………………………………………… 40 2.4.1. Contextual Factors…………………………………………. 40 2.4.2. Role of Leaders in Teacher
Load more

Recommended publications
  • A Master's Thesis
    COMP COMP BİÇERERAY ERAY BİÇERERAY RELATIONSHIP BETWEEN IB DP ENGLISH SCORES, ENGLISH PROFICIENCY EXAM SCORES AND STUDENT SELECTION EXAMINATION SCORES: A CORRELATIONAL STUDY A MASTER’S THESIS BY ERAY BİÇER THE PROGRAM OF CURRICULUM AND INSTRUCTION BİLKENT UNIVERSITY ANKARA JAN 2015 JANUARY 2015 2015 Relationship between IB DP English Scores, English Proficiency Exam Scores and Student Selection Examination Scores: A Correlational Study The Graduate School of Education of Bilkent University by Eray Biçer In Partial Fulfilment of the Requirements for the Degree of Master of Arts in The Program of Curriculum and Instruction Bilkent University Ankara January, 2015 BİLKENT UNIVERSITY Graduate School of Education Relationship between IB DP English Scores, English Proficiency Exam Scores and Student Selection Examination Scores: A Correlational Study SUPERVISEE: ERAY BİÇER January, 2015 I certify that I have read this thesis and have found that it is fully adequate, in scope and in quality, as a thesis for the degree of Master of Arts in Curriculum and Instruction. ---------------------------- Asst. Prof. Dr. İlker Kalender I certify that I have read this thesis and have found that it is fully adequate, in scope and in quality, as a thesis for the degree of Master of Arts in Curriculum and Instruction. ---------------------------- Prof. Dr. Alipaşa Ayas I certify that I have read this thesis and have found that it is fully adequate, in scope and in quality, as a thesis for the degree of Master of Arts in Curriculum and Instruction. ---------------------------- Asst. Prof. Dr. Deniz Ortaçtepe Approval of the Graduate School of Education ---------------------------- Prof. Dr. Margaret K. Sands ABSTRACT RELATIONSHIP BETWEEN IB DP ENGLISH SCORES, ENGLISH PROFICIENCY EXAM SCORES AND STUDENT SELECTION EXAMINATION SCORES: A CORRELATIONAL STUDY Eray Biçer M.A., Program of Curriculum and Instruction Supervisor: Asst.
    [Show full text]
  • Prof. A. Nihat Berker Emeritus Professor of Physics Vice
    Prof. A. Nihat Berker Emeritus Professor of Physics Vice-President, Dean of Engineering and Born 9/20/1949 in Istanbul, Turkey Massachusetts Institute of Tech- Natural Sciences, Kadir Has University Citizenship: Turkey nology, Cambridge, MA 02139, USA Cibali 34083 Istanbul, Turkey Fluent languages: Turkish, French, English phone:+1-617-253-2176 (-4878 secr.) phone:+90-212-533-6386 [email protected], [email protected] YÖK Higher Educ. Council President Advisor and High Performers Nat. Sci. Program Coordinator Sabancı University President (2009-16) http://webprs.khas.edu.tr/~nberker/ http://web.mit.edu/physics/berker (see pages 30-31) 126 Mech, EM, QM, PTRG course videos: http://webprs.khas.edu.tr/~nberker/ on web page Married to Bedia Erim Berker, Professor of Chemistry, Istanbul Technical University Sons: Ahmet Selim Berker, Professor of Philosophy, Harvard University; Ratip Emin Berker, Chemistry, Physics, and Neurology, 3rd year, Harvard University Degrees: Bachelor of Science in Physics, MIT (1971), Bachelor of Science in Chemistry, MIT (1971) Master of Science in Physics (1972), Ph.D. in Physics (1977), University of Illinois at Urbana-Champaign Education and Professional Experience: 1967 First place graduation from Robert College High School, Istanbul 1967-71 Undergraduate student at MIT, with Undergraduate Scholarship from MIT: 5-year double-degree program in Physics and Chemistry completed in 4 years 1968 MIT Freshman Chemistry Prize 1970-71 Course manager and tutor in Quantum Mechanics, MIT Education Research Center 1971 American Institute of Chemists Student Award 1971 Elected to Phi Beta Kappa Honorary Scholarship Society 1971-76 Graduate student with Professor M. Wortis, Department of Physics, University of Illinois, fully supported by University Fellowships, Research and Teaching Assistantships Sum.
    [Show full text]
  • All Hands Together to Create the Future Bilkent Educational Institutions Include
    All hands together to create the future Bilkent Educational Institutions Include: ● Bilkent University ● Bilkent University Music Preparatory School ● İhsan Doğramacı Foundation, Özel Bilkent Schools ● İhsan Doğramacı Foundation, Bilkent Erzurum Laboratory School ● İhsan Doğramacı Foundation, Bilkent Laboratory & International School (BLIS) The Bilkent family of educational institutions aims to create excellence in education and research. The name “Bilkent”‘ exemplifies the founder’s aim, since it is an acronym of “bilim kenti” in Turkish for “city of science and knowledge.” Bilkent University ranks 28th in Times Higher Education’s 100 Under 50 list of the world’s best young universities. The private, foundation schools run by Bilkent share values and expertise in educating young students from age 4 to 18. All hands together to create the future Welcome Welcome to Bilkent Laboratory & International School Bilkent Laboratory & International School (BLIS) is a proud member of the Bilkent family. Located on the rolling hills of Bilkent University high above the city of Ankara, BLIS provides a rigorous academic program from the International Baccalaureate Primary Years Programme (IB PYP) in Pre-kindergarten through the International Baccalaureate Diploma Programme in Grade 12. A school for international students and Turkish nationals, BLIS provides a unique blend of national and international education, preparing leaders of the future. Our English immersion early childhood program progresses to the bilingual elementary grades, through Cambridge standards in the transitional middle years, concluding with the mandatory international English programs of Cambridge IGCSE and IB Diploma Programme. The rich traditions of Bilkent altruism and humanitarianism are evident as our students build libraries, houses and friendships.
    [Show full text]
  • 2018-19 SAT International Code List
    OFFICE COPY-DO NOT REMOVE. 2018-19 The SAT® and SAT Subject Tests™ International Code List Look inside for: INTERNATIONAL COLLEGES AND TEST CENTERS SCHOLARSHIP PROGRAMS COUNTRY LIST COLLEGE MAJORS Using this Code List Booklet This reference is intended for the counseling or SAT® International Representative’s office, where it can be used by anyone who needs to submit a paper registration for the SAT, the SAT with Essay, or the SAT Subject Tests™. See the back cover for the 2018-19 test calendar and fees. Important Note: The code list is updated regularly, and test center availability is subject to change. Please visit collegeboard.org/sat-codes for the latest information on test centers that may be available in your area. Page Type of Codes Description Area on SAT Registration Form 3 Country Codes Three-digit code Item 9b – Supply the country code corresponding to your address. 4 International Test Center Five-digit code Item 20 – Supply two codes to Codes designate first choice and second choice center. 8 College and Scholarship Four-digit code Items 21a and 21b – Supply up to Program Codes eight codes to designate which institutions should receive score reports. Indicate any fees owed in Item 21c. 19 College Majors by Academic Three-digit code Item 13, Questions 17–19, Choice of Area of Study Majors – Supply up to three choices of majors to possibly pursue in college. • Visit sat.org/practice to check out our free resources for the SAT, in particular: – Our mobile app – Khan Academy® practice and instructions • Visit SATSubjectTests.org for SAT Subject Test information and practice.
    [Show full text]
  • ECER 2016.Indb
    ECER 2016 Table of Contents General Information 2 EERA Council ..............................................................................................................................2 EERA Networks and their Link Convenors ....................................................................................4 General Information Local Organising Committee .......................................................................................................5 Dublin and the Welcoming Organising Institution ......................................................................5 Conference Details ......................................................................................................................5 Time Schedule ECER ...................................................................................................................8 Central Events ..........................................................................................................................10 EERA Sessions ..........................................................................................................................13 Exhibition: Publishers, Research Instruments and EERA Members .............................................17 Network Meetings ....................................................................................................................20 Emerging Researchers‘ Conference Programme 24 Time Schedule Emerging Researchers‘ Conference ....................................................................24 ERC Round
    [Show full text]
  • Num 2 Layout 1
    Tuesday: Partly Cloudy September 24, 2013 8°C / 19°C Wednesday: Partly Cloudy Volume 20 9°C / 22°C Number 2 Thursday: Partly Cloudy 11°C / 25°C Friday: Partly Cloudy bilnews.bilkent.edu.tr İLKENT EWS 13°C / 25°C B Weekly Newspaper of Bilkent UniversityN Bilkent Again Dr. Jeffrey M. Friedman Receives Honorary Ranks Among Doctorate from Bilkent World’s Top 500 Universities n the most recent World University Rankings report released on September 2013 by Quacquarelli Symonds, Ione of the world's leading networks for careers and education, Bilkent University has again been ranked among the top 500, one of only three universities in Turkey to achieve this distinction. The list places Bilkent in the group of universities ranked 431-440. The Massachusetts Institute of Technology (MIT) ranked first, Harvard University second and the University of Cambridge third. The two other Turkish universities to be included in the top 500 list BY ALPER ÖZKAN (MSN/PhDIII) for his discovery of the satiety- factor” that the ob/ob mice weren’t able are Middle East Technical Bilkent News regulating hormone leptin. Following a to produce, and the db/db mice University, which is in the group of concert by Bilkent’s Brassmania produced in massive abundance but universities ranked 431-440, and ast Friday, Bilkent University ensemble and an introduction by Prof. couldn’t react to. Boğaziçi University, which is in the was host to the honorary Tayfun Özçelik, Prof. Friedman received In 1994, as the culmination of eight group of universities ranked 461- doctorate ceremony for Dr.
    [Show full text]
  • ÖYKÜ DULUN E-Mail
    ÖYKÜ DULUN E-mail: [email protected] EDUCATION 2013 – 2018 Ph.D. Curriculum and Instruction (Full scholarship) Graduate School of Education Bilkent University Dissertation Title: Student perceptions of successful preparation for IBDP: implications for developing 21st century skills 2008 – 2010 Master’s Degree Biology Teaching (Full scholarship) Graduate School of Education Bilkent University 2004 – 2008 Bachelor’s in Science Degree Biology (English) Faculty of Science Abant İzzet Baysal University PROFESSIONAL EXPERIENCE January 2020 – present IB Education Continuum (PYP+MYP+DP+CP) Workshop Leader September 2019 - present Academic Coordinator – IB Educator Certificate in Teaching and Learning (DP) at Yeditepe University, Faculty of Education, Department of Educational Sciences September 2019 - present Erasmus coordinator at Yeditepe University, Faculty of Education, Department of Educational Sciences September 2019 - present International programmes consultant at Istek Atanur Oğuz Schools September 2019 - present Assist. Prof. Dr. at Yeditepe University, Faculty of Education, Department of Educational Sciences September 2017 – August 2019 Biology and Theory of Knowledge teacher at KOC School, Turkey June 2017 - present Member of IB Educator Network: Site Visitor, Reader and Workshop Leader (Biology, TOK, CAS, EE, ATL, IB Education) November 2016 Turkish Editor for Grade 7-8-9 Science book by Cambridge International Examinations September 2016 – September Biology and Theory of Knowledge teacher at Eyüboğlu College 2017 September
    [Show full text]
  • Num 4 Layout 1
    Tuesday: Rainy October 14, 2014 10°C / 20°C Wednesday: Rainy Volume 21 10°C / 21°C Number 4 Thursday: Rainy 11°C / 19°C Friday: Rainy bilnews.bilkent.edu.tr İLKENT EWS 12°C / 19°C B Weekly Newspaper of Bilkent UniversityN IAED Instructor’s Project Takes First Prize in International Bilkent Loses Competition Serdal Elver ilkent Interior Architecture and Environmental Design ilkent University lost PhD student and part-time Serdal Elver, assistant instructor Zeynep Öktem manager in the Bhas won first prize in the Procurement Office, on “Rediscovering Traditional BOctober 4, 2014. Materials” category of the Mr. Elver InnoMatnet competition. served the InnoMatnet, open to Europe-based university architects, engineers and designers, from 1989 focuses on the use of materials in the until his building industry. untimely The winning project, “Bird's death. We Nest,” is a concept for a self- would like to sufficient, demountable living unit express our that can be articulated on the roof of profound a building. The project was designed condolences by ONZ Architects, founded by to his family, friends and the Ms. Öktem and Onat Öktem. The Bilkent community. award ceremony was held in the He will be sadly missed not Design Terminal in Budapest on only by his family, but also by his September 17. friends and colleagues at Bilkent. Bilkent Archaeology Bilkent Youth Symphony in Germany ast month, the Bilkent Youth Graduate Student to Symphony Orchestra traveled to Germany as the partner Be Invited Speaker orchestra in “Beethoven ile at Swiss Buluşma – Encounter with Beethoven,"L performing concerts in International Berlin and Bonn as part of the Orchestra Campus project sponsored jointly by Symposium BeethovenFest Bonn and Deustche Welle.
    [Show full text]
  • Real World Connections in High School Mathematics Curriculum and Teaching1
    Turkish Journal of Computer and Mathematics Education Vol.6 No.1 (2015), 31-46 Real World Connections in High School Mathematics Curriculum and Teaching1 Gökhan Karakoç2 and Cengiz Alacacı3 Abstract: Making real world connections in mathematics curricula and in teaching mathematics is generally viewed favorably within the educational community, however, little empirical research has examined how and why to use real world connections in mathematics education based on the views of experts. This study describes the feasibility of the use of real world connections according to high school mathematics teachers and academicians of mathematics education. Opinions of high school mathematics teachers (n=16) and academicians (n=8) about advantages, disadvantages, and examples of real world connections are elicited and reported. Teachers and academicians report several advantages of the use of real world connections in teaching mathematics as well as its disadvantages and limitations. Suggestions about dealing with limiting factors for using real world connections are also reported. Keywords: Mathematics curriculum, real world connections, mathematics teaching DOI: 10.16949/turcomat.76099 1. Introduction Recognizing and applying mathematics outside of the field of mathematics is an important goal of instructional programs for students at all levels across national curricula (e.g., MoNE, 2012; NCTM, 2000). This study is an attempt to gather and report the views of experienced mathematics teachers and mathematics education academicians regarding the use of real world connections in high school mathematics. Real world connections is used as a general term for the multitude of connections, including “simple analogies, word problems, analysis of real data, discussion of mathematics in society, hands-on representations of mathematics concepts, and mathematical modelling of real phenomena” (Gainsburg, 2008, p.200).
    [Show full text]
  • Idv Özel Bilkent Ilköğretim Okulu
    14. BAHAR SEMPOZYUMU 24 NİSAN 2021 Öğretmen Hanımlar, Öğretmen Beyler, Yurdu ve ulusu kurtarmak isteyenler için yurtseverlik, iyi niyet, özveri çok gerekli niteliklerdir. Nedir ki bir toplumdaki hastalığı görmek, onu iyileştirmek, toplumu çağımızın isteklerine uygun olarak yükseltmek için bu nitelikler yetmez, bu niteliklerin yanında bilim ve teknik gereklidir. Bilim ve teknikle ilgili çalışmaların başladığı ve geliştirildiği yerse, okuldur. Bunun için okul gereklidir. OKUL adını, hep birlikte, büyük saygı ile analım... Okul, genç beyinlere insanlığa saygıyı, ulus ve yurt sevgisini, bağımsızlık onurunu öğretir. Bağımsızlık tehlikeye düşünce, onu kurtarmak için tutulması uygun olan en doğru yolu belletir. Yurt ve ulusu kurtarmaya çalışanların ayrıca, işlerinde birer namuslu uzman ve birer çalışkan bilgin olmaları gereklidir. Bunu sağlayan okuldur. Ancak bu yolla, girişilecek her türlü işin usa uygun sonuçlara ulaştırılması gerçekleşmiş olur. Bayanlar, Baylar! Ordularımızın kazandığı zafer, sizin ve sizin ordularınızın zaferi için yalnız ortam hazırladı. Gerçek zaferi siz kazanacaksınız, yaşatacaksınız ve kesinlikle başarıya ulaşacaksınız. Ben ve sarsılmaz inançla bütün arkadaşlarım, sizi izleyeceğiz ve sizin karşılaşacağınız engelleri kıracağız. Mustafa Kemal ATATÜRK 01 Ekim 1922 - SUNUM ÖZETLERİ - Pandemi Sürecinde Okul Yönetmek Nazan Akın, Oya Kerman, Dr.Aykut İşeri 2020 yılının Mart ayından bu yana tüm dünyada okulların yaşamı değişti. Okul liderliği yön değiştirdi ve araya teknolojinin yerleştiği yolla iletişim ve yeni bir öğrenme süreci başladı. Hızlı başlayan bu süreçte öğrencilerin gelişimi ve öğrenmesi için mümkün olan tüm kaynakları kullanmak ve zamanı çok iyi değerlendirmek gerekiyordu. Bizim görevimizde, çocukların ve ailelerinin günlük yaşamlarına dokunmak ve bazen zor zamanlardan geçmek kaçınılmazdır. Böyle zamanlarda hep olageldiği gibi yapılacak en iyi işin dayanıklılığımızı ve birlik beraberliğimizi koruyarak sorunların üstesinden gelmek olduğunu biliyorduk.
    [Show full text]
  • L'i Indir Re Takıl
    Axess Mobil’i indir WINTER 2017 / 2018 ISSUE 51 moduna göre takıl %100 19:33 Sharing the RC Community Involvement Experience RC QUARTERLY WINTER 2017 / 2018 ISSUE 51 Siz de Axess’in yepyeni uygulaması Axess Mobil ile modunuzu seçin, o size en uygun fırsat ve teklifleri önersin. Telefonunuza indirmek için Axess Mobil yazın, 4566’ya gönderin. AXESS yaz 5990’a yolla, sen de Axesslemeye başla. Axess Mobil, App Store ve Google Play’den indirilebilmektedir. Uygulamayı indirmek için mobil telefonunuzun işletim sistemi iOS 9 veya Android 4.4 ve üzeri olmalıdır. Axess Mobil’e Türkiye Cumhuriyeti Kimlik Numaranız, Akbank Müşteri Numaranız veya kredi kartı bilgilerinizden biri ve Akbank Direkt şifreniz ile girebilirsiniz. Akbank Direkt şifreniz yoksa Axess Mobil’i kullanarak şifrenizi alabilirsiniz. Axess Mobil uygulamasında görülen kampanyalardan yararlanmak için uygulamanın içinde detayları yer alan ilgili kampanya koşullarına uygun işlem yapılması gerekmektedir. Akbank T.A.Ş. Axess Mobil içerisinde yer alan kampanyaları değiştirme hakkına sahiptir. The Özbal Family Legacy | Class Reunions | 2017-18 Giving Campaign Kicks Off Axes APP 21x28cm.indd 1 12/22/17 4:43 PM A Pre-curser of the Industrial Chemicals Sector in Turkey TO MAKE SURE YOU GET INTO YOUR Supporting Education, Supporting RC! DREAM SCHOOL, VISIT THE PRINCETON REVIEW TURKEY COACHING WE WORK TOGETHER WITH OUR STUDENTS AT EVERY STAGE OF THE APPLICATION PROCESS. STARTING FROM AS EARLY AS 9TH GRADE, THE PRINCETON REVIEW TURKEY OFFERS INTENSIVE ACADEMIC COACHING, ADVISING STUDENTS IN THEIR HIGH SCHOOL STUDIES ABOUT THE MOST FITTING ACADEMIC PROGRAMS, STANDARDIZED TEST OPTIONS, AND SUMMER SCHOOL CHOICES IN ACCORDANCE WITH THEIR ACADEMIC GOALS. COUNSELING OUR CERTIFIED INSTRUCTORS TEACH STUDENTS THE MOST SUCCESSFUL TEST-TAKING STRATEGIES FOR LANDING COMPETITIVE SCORES ON THE ACT, SAT, AND TOEFL.
    [Show full text]
  • İÇ GÖÇLER AÇISINDAN ERZURUM İLİNİN ANALİZİ the Analysis Of
    The Analysis of Erzurum Province In Terms Of Internal Migrations İÇ GÖÇLER AÇISINDAN ERZURUM İLİNİN ANAL İZİ The Analysis of Erzurum Province In Terms Of Internal Migrations Araş.Gör. Ogün CO ŞKUN * ▼ ÖZET Göçler, bir di ğer deyi şle nüfusun hareketlili ği sonucunda ortaya çıkan uzun süreli yer de ğiştirmeler, pek çok bilim dalının dikkatle izleyip inceledi ği önemli toplumsal olaylardır. Nüfusun co ğrafi da ğılı şından, ya ş ve cins yapısına, mevcut ekonomik olanaklardan sosyal imkânların yeterli ğine, e ğitim ve sa ğlık hizmetlerinden ya şamsal kolaylıklara kadar onlarca farklı etmenin kontrolünde şekillenen göçler, bu görünümleriyle çok boyutlu toplumsal olaylardır. Türkiye’de göçler, 1950’li yıllardan sonra hızlı bir biçimde geli şen ula şım ve ileti şim şartları ile tarımdan sanayiye do ğru geçi ş gösteren genel ekonomik görünümün de etkisiyle tüm ülkede hız ve yaygınlık kazanmı ştır. Takip eden dönemde, sanayi faaliyetlerinin yeni mekânsal da ğılımıyla birlikte, kırsal alanların aleyhine i şleyen bir göç süreci ba şlamı ştır. İki farklı co ğrafi bölgede ilçeleri bulunan, 2000 yılında sınırları içerisindeki 19 ilçede toplam 937.389 ki şinin ya şadı ğı Erzurum ili de söz konusu sürecin parçalarından birisi durumundadır. Erzurum do ğumlu olup, Türkiye’nin farklı illerinde ya şayan nüfusun 2000 yılında 605.569 ki şi oldu ğu ve sadece 1995–2000 yılları arasında toplam 148.109 kişinin ilden göç ederek ya da göç yoluyla ile yerle şerek bu göç sürecine dâhil oldu ğu dü şünülecek olursa, ilin Türkiye’deki nüfus hareketlilikleri içerisindeki yerini belirlemek daha kolay olacaktır. İle ili şkin nüfus hareketliliklerini anlamlandırmanın amaçlandı ğı bu çalı şmada, Türkiye İstatistik Kurumu tarafından 2005 yılında yayımlanan Göç İstatistikleri ile son nüfus sayımının sonuçları kullanılmı ştır.
    [Show full text]